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SAN     FRANCISCO     STATE     FORMAL     SCHOOL 


MONOGRAPH    SERIES    B 


SECTION  1 


AMERICAN  HISTORY 
AND  CIVICS 


Bv  P.  F.  VALENTINE 


REVISED  AND  BROUGHT  DOWN  TO  DATE, 

OCTOBER,  1915 


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UNIVERSITY 

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CALIFORNIA 

STATE  PRINTING  OFFICE 
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V  2 


AMERICAN  HISTORY. 


In  presenting  the  following  outlines  as  an  index  to  the  American 
history  standards  for  admission  to  the  San  Francisco  Normal  School,  we 
wish,  at  the  outset,  to  warn  the  student  against  a  possible  misconception: 
no  devious  knowledge  of  multiplied  details,  no  scholastic  comprehension 
of  facts  and  theories,  is  required.  The  straightforward  account  of 
American  history,  as  sketched  under  the  head,  General  Outline,  indicates 
the  extent  to  which  the  student  should  be  able  to  give  a  connected  narra 
tive.  Delvings  into  the  subterranean  regions  that  lie  below  the  outline 
will  not  be  expected. 

An  accurate  knowledge  of  the  chronology  of  important  facts  and 
events  will  be  considered  essential;  but  by  chronology  we  do  not  mean 
dates,  except  in  a  few  specified  cases:  we  mean  sequence  —  the  order  of 
events,  so  to  speak  —  and  the  historic  period  to  which  the  events  belong. 
To  facilitate  this  chronology  the  General  Outline  has  been  divided  into 
periods,  each  representing  some  definite  era  in  the  development  of  the 
nation. 

In  addition  to  the  General  Outline,  a  number  of  specific  items,  under 
the  head,  Items  of  General  Intelligence,  are  presented.  These  represent  a 
minimum  summary  of  miscellaneous  facts  of  common  knowledge  in 
American  history.  They  are  the  every-day  used  facts,  and  are  conse 
quently  of  prime  importance.  The  student  should  possess  a  knowledge 
of  all  these  facts  to  the  extent  indicated. 

The  story  of  territorial  growth  and  the  expansion  of  settlement  is  a 
narrative  of  inspiring  and  patriotic  interest  that  every  teacher  and  every 
citizen  should  know.  The  mere  elements  of  this  story  are  included  in  the 
General  Outline;  but  to  facilitate  its  study  as  a  distinct  phase  of  our 
history,  a  separate  outline  is  given.  For  entrance  to  the  Normal  School, 
no  minute  and  judicial  knowledge  of  the  subject  will  be  required.  "What 
we  want  is  a  possession  of  the  simple  facts  of  territorial  acquisition  and 
growth,  coupled  with  the  ability  to  tell  the  dramatic,  soul-stirring, 
supremely  human  epic  of  the  people  in  their  surging  westward  march. 

The  broad  knowledge  of  American  history  which  we  consider  desirable 
not  only  in  the  preparation  of  a  teacher,  but  in  the  preparation  of  any  one 
for  the  common  walks  of  life,  can  not  be  secured  in  any  superficial  way. 
It  can  not  be  "crammed."  Serious  study  must  be  given  to  it.  AYhere 
students  are  directing  their  own  study,  they  may  find  considerable  assist 
ance  by  the  use  of  Bulletins  SO.  81,  and  82,  listed  upon  the  cover  pages  of 
this  monograph. 

After  the  publication  of  the  first  edition  of  these  outlines,  some 
criticism  was  offered  because  of  the  fact  that  they  deal  almost  exclusively 
with  the  hard  substance  of  history.  There  is  little  in  them  touching  the 
spiritual  and  intellectual  values  appertaining  to  the  teaching  of  the  sub 
ject.  Let  it  be  understood  that  we  do  not  for  an  instant  deny  the  impor 
tance  of  these  values.  Every  history  teacher  should  have  them  in  mind, 

L>__U!4s4  (1) 


and  work  for'tliem.  \  Every  good  history  teacher  should  have  a  vision  of 
service  to*nih^i<^.rhA^aci(<:\an(j  citizenship.  But  that  all  rests  in  the 
subject  of  method  and  in  the  inspiration  of  the  teacher.  It  is  outside  the 
purpose  of  this  monograph. 


GENERAL  OUTLINE. 

1.     PRE-COLUMBIAN    PERIOD. 
(About  1000  to  1492.) 

I.     The  Norsemen. 

1.  Native  land. 

2.  Character  of  sea-rovings  and  depredations. 

.'J.  CJreat  voyage  and  discovery  with  which  they  are  credited. 

II.     Geographical  Ideas  Prevalent  Before  Columbus, 

1.  Popular  conception  of  the  shape  of  the  earth. 

2.  Fanciful  ideas:  («)  The  "Sea  of  Darkness";  (6)  The  "edge 

of  the  world";  (c)  Fabulous  monsters  of  the  deep,  islands, 
dangers,  phenomena. 

III.  Relations  With  the  East. 

1.  Popular  conception  of  the  Orient:  (a)  Palaces,  cities,  gran 
deur;  (b)  Products  and  resources. 

!.  Commerce:  (a)  Kinds  of  goods  brought  from  Orient  to 
Europe;  (b)  Means  of  carrying  goods;  (c)  Intrusion  of 
Turks  and  result. 

I V.  The  New  Conception  of  the  Earth. 

1.   Nature  of  the  new  conception. 

U.  Its  effect  upon  activities  in  navigation. 

3.  Suggested  new  route  to  India. 

V.     The  Voyage  of  Columbus. 

1.    What  it  proved  about  the  new  conception. 

2.      PERIOD  OF   DISCOVERY  AND   EXPLORATION. 
(1492  to   1607.) 

I.     Characteristics  of  the  Period. 

1.   Nations  engaged  in  New- World  exploration. 
•   Incentives    to    exploration:    (a)    Economic;    (6)    Religious- 

(r)  Romantic;  (tl)  Predatory. 
-{.  The  sea-rovers  and  buccaneering 

II.     Some  Typical  Voyagers  and  Explorers 

<«>    '^'1't-  in  obtaining  iinancial  assistance; 
n.al  sonrcc  ot  subsidy  :«>,)  Ad  vent  ures  on  the  voyage  ' 

±ir^ 

-  rpi  over}  on  sea  enterprises- 

Ihe  return  in  chains  and  final  i-nominv. 


2.  Balboa:  («)  Discovery  made  by  him;  (6)  Ceremony  of  taking 

possession;  (c)  Significance  of  discovery. 

3.  Ponce  de  Leon:  (a)  Fantastic  object  of  adventures;  (6)  Land 

wandered  over  by  him. 

4.  Cortes:   (a)  Religious  and  predatory  objects  of  adventures; 

(6)  The  people  conquered  by  him,  their  life  and  culture. 

5.  Magellan:    (a)    Voyage   made   by  him;    (6)    Significance  of 

voyage. 

6.  Drake:  (a)  Nationality;  (6)  Piratical  acts;  (c)  Cruise  along 

western  coast;    (d)   Character  and  habits  of  natives  met 
with  at  Drake's  bay;  (e)  Voyage  made  by  him. 

3.     COLONIAL   PERIOD. 
(1607  to  1775.) 

I.    Virginia. 

1.  Objects  and  character  of  first  settlers. 

2.  Early  difficulties. 

3.  Services  of  John  Smith. 

4.  Establishment:      (a)      Making     of     dispersed     settlements; 

(6)  Leading  agricultural  pursuit ;  (c)  Medium  of  exchange; 
(d)  Introduction  of  slavery. 

II.     Massachusetts. 

1.  Sects  of  settlers. 

2.  Reasons  for  settlement. 

3.  Early  difficulties. 

4.  Life  and  customs:  (a)   Character  of  agriculture;   (6)  Perse 

cutions  and  austere  practices;  (c)  Dress;  (d)  Church  man 
ners;  (e)  The  democratic  form  of  town  government. 

III.  New  York. 

1.  Nationality  of  first  settlers. 

2.  Social  manners  of  first  settlers. 

IV.  Pennsylvania, 

1.  Sect  of  founders. 

2.  Leader. 

3.  Belief    of   founders    concerning   warfare,    equality,    justice, 

display. 

4.  Mannerisms  in  speech. 

V.     Rhode  Island. 

1.  Founder. 

2.  Events  leading  to  founding. 

3.  Principles  of  government  and  religion  instituted. 

VI.     Other  Colonies. 

1.  Names  of  other  New  England  colonies. 

2.  Names  of  other  Middle  and  Southern  colonies. 


(3) 


(•fc)  Commerce. 


s  resulting;  (ft)   Westward  ambitions  of  the  Lng  hsh. 
2.   Events:   (</)    Indian   depredations;   (6)   Capture  of  Qu, 

(r)   Participation  of  Washington. 
:{.  Territorial  results. 

Life  in  Later  Colonial  Times. 

,     Conditions    in    the    cities:    (a)    Streets   and   street    lighting 

(b)  Buildings  and  dwellings;  (c)  Water  supply  and  sanita 

tion:  (>/)  Fire  iigliting  and  night-watch. 
±   liural    conditions:    (r/)    Koads    and    bridges;    (/>)    Means    of 

travel  ;  (r)  Inns  and  taverns. 
:i.   Kdu.-ation:    (a)    New    Hngland   attitude;    (b)    Southern   atti 

tude;  (r)  Extent  of  public  education;  (</)  Elementary  sub 

jects  taught  ;  (r)  Colleges  founded. 
4.  Social    classes    in    the    South:    (a)    Planter    class;    (It)    Poor 

whites;  (r)   Black  labor;  (</)   Indentured  servants. 
.").   Plantation   life:    (</)    States  containing  plantations;    (?>)    Or 

ganization    of    the    plantation;     (r)     Social    distinctions; 

(r/)   Pastimes  and  social  pleasures.' 
(>.   New    England    life:    (<i)    Whether   rural    or   urban,    chiefly; 

(b)  Social  diversions;  (r)  Democracy. 

The  Quarrel  With  the  Mother  Country. 

1.  Kim-land's  attempted  regulation  of  colonial  trade  and  com 
merce:  (r/)  Nature  of  colonial  trade  laws  passed  by  Par 
liament  :  (b)  Smuggling;  (r)  The  tea  tax  and  "tea  party." 

"2.  The  stamp  act:  ((/)  Nature  and  purpose;  (b)  Kiots;  (r)  Sig 
nificance  of  "Taxation  without  representation  is  tyranny." 

'•I.  Keeling  in  the  colonies:  (</)  Public  opinion  and  attitude  in 
Massachusetts;  (/>)  Influence  of  Samuel  Adams  and  Patrick 
Henry;  (r)  Meetings  of  patriots,  demonstrations,  and 
declarations  of  sympathy. 


4.  THE    PERIOD  OF  THE    REVOLUTION. 

(1775  to   1783.) 

1.     The  Outbreak. 

1.  Organization  of  tin-  minutemen. 

2.  Lexington  and  Concord:   (a)   Paul  Rrvere's  ride;   (b)   ''The 

shot  heard  round  the  world";  (<•)  State  in  which  the  towns 
are  located. 

3.  Battle  of  Bunker  Hill :  (a)  State  in  which  located  ;  (b)  Result  ; 

(c)  Significance. 

II.     Better  Known  Events  of  the  War. 

1.  Choice  of  commander-in-chief. 

2.  Declaration  of  Independence :  (a)  Resolutions  of  Continental 

Congress;  (b)  Reception  of  the  Declaration  by  the  people. 

3.  Capture  of  the  Hessians  :  (a)  American  leader ;  (b)  Difficulties 

in  crossing  the  Delaware. 

4.  Making  of  the  first  American  flag. 

5.  Valley  Forge:  (a)  Difficulties  of  the  winter. 

6.  Deeds  of  John  Paul  Jones:  (a)  Activities  among  British  sea 

ports;  (6)  Battle  between  Bonhomme  Richard  and  Scrapix. 

7.  The  crime  of  Benedict  Arnold. 

8.  Surrender  of  Cornwallis :  (a)  Place  of  surrender;  (b)  Assist 

ance  of  the  French;  (c)  Importance  of  the  surrender. 

5.  THE   PERIOD   OF    ESTABLISHMENT. 

(1783  to  1821.) 

I.     Government  Under  the  Articles  of  Confederation. 

1.  Difficulties  of  government:   (a)  Lack  of  sources  of  revenue; 

(b)  Interstate   rivalries;    (r)    Helplessness    in    regulating 
trade;  (d)  Confused  coinage;  (c)  Decentralization. 

IT.     The  Making  of  the  Constitution. 

1.  Primary  constructive  provisions:  ((/)  Establishing  legislative, 

executive,  and  judicial  branches;  (6)  Providing  for  postal 
system  and  regulation  of  interstate  and  foreign  commerce ; 

(c)  Enabling  the  securing  of  revenues;  (d)  Centralization. 

2.  Ratification. 

I  IF.     The  First  Years  of  the  New  Government. 

1.  Washington's  administration:  ((/)  Beginnings  of  a  Cabinet; 
(b)  Financial  embarrassments  and  Hamilton's  efforts 
therein;  (r)  Origin  of  political  differences;  (d)  The  Fare 
well  Address. 

IV.     The  Jeffersonian  Democracy. 

1.  Election  of  Jefferson:    ((/)   Democratic  basis  .of  his  political 

platform. 

2.  The  Jefferson  simplicity:   (</)   Habits  and  manners  in  public 

and  private  life. 

(5) 


3  Purchase  of  Louisiana:  (a)  Nation  from  which  purchase  was 

made-  (6)  Territorial  extent  of  purchase. 

4  The  Lewis  and  Clark  expedition:  (a)  Purpose  of  expedition; 

(6)  Territory  traversed;  (c)  River  explored, 
f,    The  invention"of  the  steamboat:  (a)  Popular  prejudice,  trial 
and  success;  (6)  Economic  importance  of  mvei 

V     The  War  of  1812. 

1.  Causes:  (a)   Interference  with  American  commerce;  (6) 

pressment. 

->  Events:  (a)  General  result  of  land  fighting;  (b)  Character 
and  general  result  of  sea  battles;  (c)  Capture  and  burning 
of  Washington;  (d)  Jackson  at  New  Orleans. 

:{.  Result :  (a)  Commercial  independence. 

VJ.     Growth. 

1.  Purchase  of  Florida. 

2.  The  rush  to  the  new  West:  (a)  .Means  of  westward  travel; 

(b)  Lands  entered. 
!*.  New  states  to  1821. 

VII.    Emergence  of  the  Slavery  Question. 

1.  Quarrels  over  admission  of  states:  (a)  Nature  of  disagree 
ments;  (b)  The  compromise  policy. 

6.     PERIOD  OF   EXPANSION   AND   DISSENSION. 
(1821   to  1861.) 

I.     The  Monroe  Doctrine. 

1.  Revolutions   in   southern   countries:    (a)    Result   of  revolts; 

(b)  Kind  of  governments  set  up. 

2.  Purposes  of  the  doctrine:   (a)   Idea  of  protection  of  repub 

lican  institutions;  (b)  Policy  concerning  foreign  coloniza 
tion  or  interference;  (c)  Policy  as  regards  our  meddling  in 
foreign  affairs. 

1 1 .     Internal  Improvements  by  the  National  Government. 

1.  The  Krie  canal:  (<i)   Benefits. 

2.  Kinds  of  improvements  carried  on. 

III.     The  Jacksonian  Democracy. 

1.  Jackson's  polities  and  characteristics:  (a)  His  party  and  his 

relation  to  it;  (b)  His  interesting  Tennessee  constituency; 
(<•)  Ilis  general  political  and  social  principles;  ((/)  Personal 
cha  ract  erist  ics. 

2.  Institution  of  the  spoils  system:   (a)   Nature  of  the  system; 

'  l>  i    Kvil.s  involved. 

.    Prominent     names    of    the    period:    ((/)     Webster    and    why 
ivim-mlit'ivd  ;  (M  ('lav;  (<•}  Calhoun  and  states'  rights. 


IV.  Development  of  the  Slavery  Quarrel. 

1.  Life  of  the  slaves:  (a)  Usual  kind  treatment;  (It)  The  over 

seer  system  and  its  cruel  effects. 

2.  The  abolitionist  movement:  (a)  Conception  of  the  negro  as  a 

human  justly  free;  (6)  Influence  of  William  Lloyd  Garrison 
and  prominent  men  of  letters;  (c)  Breaking  up  of  abo 
litionist  meetings,  destruction  of  publications,  and  personal 
violence. 

V.  Texas  and  the  Mexican  War. 

1.  The  annexation  of  Texas:   (a)  Mexican  ownership;   (&)  The 

"Lone  Star  Republic";  (c)  Annexation. 

2.  The    struggle    with    Mexico:    (a)    Nature    of    the    dispute; 

(&)  American  leaders;  (c)  Capture  of  Mexico  City; 
(d)  The  "Bear  flag  revolt." 

3.  Result:    (a)    States  wholly  or  partly  made  up  of  territory 

acquired. 

VI.     The  Title  to  Oregon. 

1.  The  dispute  and  its  settlement :  (a)  Extent  of  the  Oregon 
county;  (ft)  Nation  contesting  ownership ;  (c)  Threatened 
trouble;  (d)  Manner  and  nature  of  settlement. 

VII.     The  Discovery  of  Gold  in  California. 

1.  The  find:  (a)  Discoverer;  (ft)  Manner  of  discovery;  (c)  Loca 

tion. 

2.  The  rush :  (a)  Effect  of  the  discovery  in  the  East  and  abroad; 

(6)  Crossing  the  plains,  its  dangers  and  hardships; 
(c)  Other  routes  to  the  West ;  (d)  Growth  of  San  Francisco. 

3.  Life  at  the  mines:  (a)  Original  political  unsettlement,  rough 

fellowship  and  excesses;  (6)  Prices  and  medium  of  ex 
change;  (c)  Outfits  and  manner  of  prospecting. 

4.  Resulting  effects:  (a)  The  effect  on  population  and  number 

of  towns;  (6)  Establishment  of  government ;  (c)  Statehood. 

VIII.     Crisis  in  the  Slavery  Quarrel. 

1.  The  question  of  extension:   (a)  Lincoln's  position  regarding 

restrictive  powers  of  Congress;  (6)  Douglas  and  "squatter 
sovereignty";  (c)  Manner  of  conducting  Lincoln-Douglas 
debates;  (d)  Nature  of  struggle  over  Kansas. 

2.  John    Brown's    raid:    (a)    John    Brown's    attitude    toward 

slavery;  (ft)  What  he  purposed  to  do;  (c)  The  outcome  of 
the  raid;  (d)  Death  of  John  Brown. 

3.  The  election  of  Lincoln:    (a)   Party  which  nominated  him; 

(6)  Principle  upon  which  the  party  was  organized; 
(c)  What  the  election  indicated  to  the  South. 

4.  Secession:   (a)   South  Carolina's  action  011  the  news  of  Lin 

coln's  election. 


7.     THE   PERIOD  OF  THE  CIVIL  WAR. 

(1861   to  1865.) 


'.  slavery,  as  expressed  in  11),-  first  inaugural;  (6) 
as  regards  the  preservation  of  the  Union. 

.,    ,,,;,:„„„; ,f   the   Confederacy:    («)    Extent   of   secession; 

(,,)  ivsident  of  the  Confederacy;  (c)  Capital. 
:!.  The  <-all  I'1"'  volunteers. 

'TTU,   blockade  ..f   Hi."   S.,.Hh,.rii   coast:    (a)    Its   purpose   aud 

L..  Th'*"i/"!»«»r  ,u.,l  II...  .IM-ronac:  («)  Novel  construction; 
(//)  What  hnppeiird  between  them? 

I!.  The  Kmaneipatidn  Proclamation:  («)  Its  provision  ;  ( 
edlii's  responsibility  for  it. 

4  Gettysburg:  (a)  State  in  which  located;  (ft)  What  happened 
there;  (<•)  Occasion  of  Lincoln's  address  there ;  (rf)  Present- 
day  estimate  of  Lincoln's  speech. 

5.  Sliennan's  march  to  the  sea:  (a)  Country  crossed;  (?>)  Deso 
lation  wrought. 

li.   Surrender  of  Lee. 

7.  General  knowledge:  (</)  Section  in  which  most  of  the  battles 
were  fought;  (1>)  Kxtensiveness  of  operations;  (c)  Dura 
tion. 

III.     The  Cost  of  the  War. 

1.  .Material   cost:   (<i)   General  statement  concerning  the  imme 

diate  cost  in  money;  ( h)  Statement  concerning  the  cost  in 
pensions. 

2.  The  cost   that   can  not   he  measured:   (a)   Mortality;   (It)   The 

direct  and  indirect  suffering  caused. 

:\.  The  desolation  of  the  South:  (a)  Economic  effects  of  the  Avar 
in  the  Sou1  h. 

IV.     Results  of  the  War. 

1.    As    alVectiim    the    nation:    ((/)     Preservation    of    the    1'nion  ; 

i  h  i   Determining  the  indivisibility  of  the  Tnion. 
'_'.    As  alVeding  the   negro:    (  (/ )    Settlement    of  slavery   question; 
l> ''    Knfranchiseinent. 

8.     THE    PERIOD   OF    RE-  ESTABLISH  M  ENT. 

(1865  to   1881.) 

I.     Reconstruction. 

•irro  rule  in  the  South:  (  a  )  Civic  unfitness  of  enfranchised 
l>  i   1  'opular  d iscontent . 

u'o\'eriinient  :     ( a }     Self-interested    ])urpose    of 
Nature     and     iniliienee     of    their 


3.  The  Ku  Klux  Klan :  (a)  Purpose  and  methods. 

4.  Readmission  of  states. 

5.  Nature  of  Constitutional  amendments. 

II.     Progress. 

1.  Acquirement  of  Alaska:  (a)  Means  of  acquirement;  (b)   Re 

cent  proofs  of  profitableness  of  investment. 

2.  Completion  of  transcontinental  railway:  (a)  Need  for  such  a 

railway;  (b)  Nature  of  government  subsidy;  (c)  Names  of 
lines  built  and  joined;  (d)  Route. 

3.  Inventions:    (ft)    Telegraph,    dynamo,    reaper,    hard    rubber, 

sewing  machine,  anaesthesia,  telephone,  electric  light, 
dynamite,  typewriter,  airbrake;  (6)  Significance  of  each. 

4.  The  New  South:    (a)   Nature  of  new  prosperity;   (b)   Some 

reasons. 

5.  Indian  troubles:   (a)  Press  of  settlement  into  Indian  lands; 

(b)  Character  of  resistance  offered  by  Indians;  (c)  Estab 
lishment  of  reservations. 

9.     THE   PERIOD   OF   INDUSTRIALISM   AND   POLITICAL   REFORM. 

(1881   to  1915.) 

I.     Features  of  the  Cleveland  and  Harrison  Administrations. 

1.  Civil  service  reform:  ((/)  Agitation  for  reform  growing  from 

Garfield's  assassination;  (b)  Evils  of  old  methods  of 
appointment;  (c)  Objects  and  methods  of  the  Civil  Service 
act. 

2.  The  Interstate  Commerce  act:  (a)  Consolidations  of  smaller 

railroads;  (b)  Evils  inherent  in  non-regulation;  (c)  Prin 
cipal  objects  of  the  act;  ((/)  Method  established. 

3.  The  Australian  ballot:   (a)   Opportunities  for  fraud  in  non- 

secret    voting;    (b)    Chief    virtue    of    Australian    system; 

(c)  General  adoption  by  states. 

4.  The  Anti-trust  act:   (a)   Prevalent  industrial  consolidation; 

(b)  The  Standard  Oil  as  an  illustration;  (c)  Evils  inherent 
in  non-restriction;  (d)  Purpose  of  the  Sherman  Anti-trust 
act. 

II.     The  Spanish-American  War. 

1.  Causes:   (a)   Conditions  in  Cuba;   (b)   American  sympathies 

and  war  talk ;  (/*)  Jeopardy  of  American  investments  in 
Cuba;  (d)  Blowing  up  of  the  Maine. 

2.  Events:   (a)  Victory  at  Manila  bay:   (b)   Invasion  of  Cuba; 

(r)  Destruction  of  the  Spanish  fleet. 

3.  Results:    ((/)    Islands    acquired;    (b)    Disposition    of    Cuba; 

(c)  Trouble  in  pacifying  the  Philippines. 


III.  Other  Important  Facts. 

1.  Acquirement  of  the  Hawaiian  Islands:  (a)  Means  of  acquire 
ment  ;  (ft)  Commercial  and  strategic  importance. 

±  Important  inventions:  (a)  Railroad  block  system,  reinforced 
concrete,  electric  railway,  long  distance  electric  transmis 
sion,  gasoline  engine,  wireless  telegraphy  and  telephony, 
aeroplane;  (ft)  Significance  of  each. 

:\.  Assassination  of  McKinley. 

IV.  Features  of  the  Roosevelt  and  Taft  Administrations. 

1.  Pure  food  and   meat   inspection  laws:   (a)   Reasons  for  such 

laws;  (ft)  General  provisions. 

2.  The  conservation  movement  :  (a)  Conditions  demanding  con 

servation;  (b)  Chief  natural  resources  concerned ;  (c)  Some 

great  works  of  irrigation  and  reclamation. 
•'J.  The   census   of   .1010:    (a)    Approximate   population    of   the 

United  States  and  dependencies. 
4.  Construction  of  the  Panama  canal:  («)  General  facts  about 

time,    cost,    and    difficulties    overcome;     (b)     Sanitation; 

O)    Means    of    operation;    (<7)    Commercial    importance; 

(c)  Goethals. 
T>.  Upgrowth   of   progressive   ideals:    (a)    Demands   for    direct 

legislation     and     other    forms    of    popular     government; 

(ft)  Demands  with  regard  to  improvement  and  regulation 

of  working  conditions;    (r)    'Woman   suffrage;    (d)    Trust 

regulation ;  (c)  Roosevelt  and  the  Progressive  party. 

V.  Features  of  the  Wilson  Administration. 

1.  \Yoodrow    Wilson:    (a)    His    previous    educative    position; 

(ft)    His  democratic   ideals;    (c)   His  official  unconvention- 

•ilil    .    as    illustrated    in    the    policy    Of    reading    his    own 

messages,    etc. 

'onstitiiti.mal  amendments:  (tt)  Final  adoption  of  sixteenth 

and  seventeenth  amendments;  (ft-)  Their  purport. 
Tin-  new  tariff:  (a)  policy  of  the  legislation  enacting  the  bill 
rrency  legislation:   (a)    Reasons  demanding  reform  hi 
the  nation;.]   banking  system;   ( !>}   Advantages  claimed  for 
the  new  banking  laws. 

•  The  Alaskan  railway:   (a)   Need   for  such  a   railway;   (ft)   Jn- 
I    policy   of   government    ownership    and    operation- 
(<•)  Political  significance. 

'   F"';^:'!">li«-y:  (r,)  Stand  taken  as  regards  the  revolution  in 
Hie  position  taken  in  the  matter  of  neutrality 
in  the  Kiiropean  war. 


(1  o ) 


PERIODS  IN  UNITED  STATES  HISTORY. 

The  student  should  be  able  to  discuss  each  of  the  following  periods 
with  the  idea  of  explaining  the  characteristic  feature,  or  features,  of  the 
period.  In  addition,  it  is  expected  that  the  student  be  able  to  place  eaeli 
of  the  Items  of  General  Intelligence  in  their  respective  period,  where  it  is 
required  to  do  so.  Where  this  is  required,  the  student  may  indicate  the 
proper  period  by  using  the  corresponding  Roman  numeral. 

I.     Pre-Columbian  Period.     (Up  to  1492.) 
II.     Period  of  Discovery  and  Exploration.     (1402  to  1007.) 

III.  Colonial  Period.     (1607  to  1775.) 

IV.  Period  of  the  Revolution.     (1775  to  1783.) 
V.     Period  of  Establishment.     (1783  to  1821.) 

VI.  Period  of  Expansion  and  Dissension.     (1821  to  1861.) 

VII.  Period  of  the  Civil  War.     (1861  to  1865.) 

VIII.  Period  of  Re-establishment.     (1865  to  1881.) 

IX.  Period  of  Industrialism  and  Political  Progress.      (1881  to  1915.) 

ITEMS  OF  GENERAL  INTELLIGENCE. 

Under  this  head  is  presented  a  series  of  isolated  items  arranged  in 
convenient  groups.  These  items  are  the  facts  of  American  history  that 
most  commonly  enter  into  discourse  of  one  kind  or  another.  They  are 
the  historical  tools,  so  to  speak,  that  are  most  frequently  used  in  the 
intellectual  workshop.  They  should  be  looked  upon,  then,  as  a  specific 
requirement ;  but  no  preparation  in  this  part  of  the  subject  need  exceed 
the  limits  indicated  in  the  context.  Where  it  is  required  that  the  student 
indicate  the  period,  same  can  be  done  by  writing  in  the  Roman  numeral 
corresponding  with  the  proper  historic  period.  (See  Periods  in  American 
History,  preceding.) 

Far  East. — Countries  composing  it ;  nature  of  commerce  carried  on 
with  it  in  Columbus'  time;  means  by  which  early  navigators  hoped  to 
reach  it. 

Vikings. — Native  land;  manner  of  life;  marauding  characteristics; 
discovery  with  which  credited ;  period. 

Voyage  of  Columbus.  — Columbus'  great  idea:  his  early  discourage 
ments;  part  played  by  Ferdinand  and  Isabella;  object  of  voyage;  tests 
of  Columbus'  courage  on  voyage;  result;  date. 

Aztecs. — Location ;  degree  of  civilization  and  illustrations  of  same ; 
period. 

Sir  Francis  Drake. — Buccaneering;  great  feat  accomplished  by  him; 
reason  for  naming  Drake's  Bay.  on  the  California  coast,  after  him;  period. 

Jamestown.— Location ;  native  land  of  founders;  purpose;  early  diffi 
culties;  historic  importance;  year. 

Virginia  Plantation. — Products;  character  of  labor  used;  social  life; 
definition  of  "planter,"  ''mansion." 

(11) 


The  Pilgrims.-Xa1ive  land;  reasons  for  leaving;  location  of  final 
settlement  :  early  diffieulties:  year  of  landing. 

The  Puritans.-Na.iv,  land;  reasons  for  leaving;  location  of  set 
„„,„  .  some  characteristic  Puritan  ideas  and  customs;  period. 

The  Quakers.-rmted  on  ideas  concerning  what  subject? 
by  thnii :  period. 

William  Perm.— Sect ;  historical  importance. 

The  City  of  Brotherly  Love.-Xame  of  city ;  reason  for  title  her. 

Cliff  Dwellers.     Peculiarity  of  homes;  present  evidences 

Harvard  College.— Location;  period. 

Spinning  Wheel.-1'se.     Where  generally  found  in  colonial  times 

The  Fur  Trade. -When-  carried  on;  races  and  character  of  traders. 

Trading  Posts.— Purpose;  country  in  which  located. 

Benjamin  Franklin.— Most  famous  scientific  achievement;  ways  in 
whirl,  he  helped  his  country;  ways  in  which  he  helped  mankind  in  gen- 
eral ;  period. 

The  Stamp  Act.— By  what  body  was  it  passed?  Purpose  of  the  act. 
How  received.  Historic  importance. 

"Give  Me  Liberty  or  Give  Me  Death."— Speaker ;  occasion;  period. 

The  Tea  Tax.— By  what  body  enacted?  Purpose ;  nature  of  objections 
to  it  :  historic  importance;  period. 

The  Boston  Tea  Party.— Description ;  reason;  period. 

Taxation  Without  Representation.— AVho  did  the  taxing?  AYho  were 
not  represented,  and  where  were  they  not  represented?  AVhy  was  the 
arrangement  wrong?  Historic  importance. 

Lexington  and  Concord. — Historic  importance;  period. 

Minutemen. — Reason  for  organization;  reason  for  name;  period. 

Bunker  Hill.     Location:  historic  importance;  period. 

Hessians.  Native  land;  purpose  for  which  employed;  explanation  of 
modern  use  of  term  as  one  of  derision;  period. 

"Washington  Crossing  the  Delaware." — Historical  importance;  diffi 
culties  of  getting  across;  period. 

"We  hold  these  truths  to  be  self-evident:  that  all  men  are  created 
equal  ;  that  they  are  endowed  by  their  creator  with  certain  unalienable 
rights;  that  among  these  are  life,  liberty,  and  the  pursuit  of  happiness." 
Krom  what  is  the  quotation  taken.'  Period. 

"When,  in  the  course  of  human  events    ::  Krom  what  is  the 

1 1 ii<>l a t ion  taken  ?      Period. 

Declaration  of  Independence. —  Purpose  and  significance;  holiday  now 
<•'•!•  brati-d  In  commemorate  it  :  date. 

French  Aid  in  the  Revolution.     Nature   of   the   assistance;   name   of 


Surrender  of  Cornwallis.— Who  was  Cornwallis.'  To  whom  did  In- 
surrender?  Importance  of  the  surrender;  period. 

The  Thirteen  Original  Colonies.— Name  several  or  all  of  them.  What 
important  part,  as  a  group,  did  they  play  in  our  history/ 

"We,  the  People  of  the  United  States,  in  order  to  form  a  more  perlVet 
union,  establish  justiee,  insure  domestic  tranquillity,  provide  for  tin-  com 
mon  defense,  promote  the  general  welfare,  and  secure  the  blessings  of 
liberty  to  ourselves  and  our  posterity  *  *  *  ."  What  document  bc-ins 
with  the  above  words?  Period  when  written. 

Alexander  Hamilton. — Member  of  whose  cabinet.'  Nature  of  public 
service  ;  manner  of  death  ;  period. 

The  ConstitutionalConvention. — Purpose;  period. 

"First  in  War,  First  in  Peace,  First  in  the  Hearts  of  His  Countrymen." 

To  whom  does  the  phrase  refer? 

Gerrymander. — Gerrymandering  is  sometimes  done  to  what  kind  of 
districts?  How  accomplished;  purpose. 

The  Cotton  Gin. — Purpose;  effect  on  cotton  industry;  influence  on 
institution  of  slavery. 

Thomas  Jefferson. — Author  of  what  famous  document?  Beliefs  con 
cerning;  political  rights  of  common  people,  and  concerning  the  nature  of 
government.  Important  political  position  held  by  him;  period. 

Louisiana  Purchase. — From  whom  made?     General  boundaries;  period. 

Lewis  and  Clark. — Purpose  in  sending  them  out;  country  traversed; 
great  river  explored;  period. 

Frontiersmen. — Definition;  manner  of  life  in  forest;  manner  of  life  on 
prairie;  obstacles  overcome;  historic  significance. 

Protection  of  Home  Industry.— Definition  of  "home  industry";  method 
by  which  it  has  been  protected;  name  of  political  party  favoring  protec 
tion.  "What  was  the  old  "infant  industry"  argument?  Explain  relation 
claimed  by  proponents  to  exist  between  protection  and  industrial  pros 
perity.  Between  protection  and  employment  of  labor.  Explain  relation 
claimed  by  opponents  to  exist  between  protection  and  the  trusts.  Between 
protection  and  cost  of  living. 

Andrew  Jackson. — Political  position;  party  affiliation;  relation  to 
spoils  system;  meaning  and  character  of  "Jaeksonian  democracy";  period. 

The  Spoils  System.— Meaning  of  term;  origin  of  system;  civic  and 
moral  vice  and  power  of  it ;  corrective  system  introduced. 

"To  the  Victor  Belong  the  Spoils." — Origin  of  term;  explanation  as 
used  politically. 

The  Monroe  Doctrine. — Origin  and  purpose. 

John  C.  Calhoun.  — Nature  of  public  service;  section  represented  by 
him ;  period. 

Daniel  Webster. — Nature  of  public  service ;  section  represented  by 
him;  famous  debate;  period. 

(13) 


States'  Rights.—  Conception  of  the  Constitution  on  which  the  early 
doctrine  was  based  ;  explanation  of  doctrine;  section  of  the  country  advo 
cating  it;  opinion  of  extreme  states'  rights  people  on  subject  of  secession; 
period  of  most  violent  discussion.  How  does  the  doctrine  apply  to  con 
servation  today? 

Annexation  of  Texas.—  Country  originally  owning  Texas;  nature  of 
<|tiarrcl  following  annexation;  result  of  quarrel;  period. 

The  Mexican  War.  —  Cause;  location  and  success  of  campaigns;  great 
city  raptured;  American  commanders;  territorial  results  of  war;  period. 

The  Bear  Flag  Republic.  —  State  in  which  formed;  political  condition 
of  the  statr  at  the  time;  object  in  forming  the  republic;  flag  adopted; 
war  in  which  nation  was  engaged  at  the  time;  period. 

The  Pioneers.—  Why  called  the  "pathfinders  of  civilization"?  At 
what  period  were  then;  pioneers  in  Kentucky  and  Tennessee?  In  the 
Middle  West?  In  the  Far  West?  Characteristics  of  pioneer  life. 

Discovery  of  Gold  in  California.—  Year  and  location  of  discovery; 
name  of  discoverer;  effect  of  discovery  on  immigration  to  California; 
routes  of  emigration  to  California  from  the  East,  and  dangers  and  hard 
ships  of  each;  location  of  early  gold  regions;  character  and  type  of 
California  pioneer;  meaning  of  "prairie  schooner,"  "Golden  West." 

The  Days  of  the  Don  in  California.—  Meaning  of  "Don";  relation  of 
Dons  to  California  history;  definition  of  rancJio;  period. 

The  Donner  Party.—  Object  of  the  party  and  its  fate.     Period. 

John  Brown.—  Cause  to  which  devoted;  episode  at  Harper's  Ferry; 
fate;  period. 

Mormons.—  Origin;  chief  feature  of  belief;  custom  that  has  dishonored 
the  sect;  present  status  of  the  custom;  chief  city;  name  of  one  or  two 
chief  leaders. 

The  Election  of  Lincoln.—  Parly  affiliation;  leading  policy  of  the 
party  ;  effect  of  election  in  the  South  ;  year  of  Lincoln's  inauguration. 

The  Confederate  States.-Action  with  regard  to  the  Union;  reason  for 
form  ing  the  Confederacy. 

Secession.     Meaniu-  of  secession  as  word  is  used  in  American  history 

that  seceded;  reason  for  secession;  result  ;  period. 
'^This  Nation  Can  Not  Exist  Half  Slave  and  Half  Free.  "-Who  said 

I  HIS  . 

Fort  Sumter.—  What  stru.ir-le  IM^II  here.' 

The  War  of  the  Rebellion.  What  war  was  this?  Causes.  Date  of 
beginning.  How  Ion-  did  it  last  .' 

Lo.atin,,;    historic    importance;    present    use    of    field; 


^ 


.-id.li 


The    Gettysburg    Address.- 


'I'SS 


Oi-iitor:    occasion;    present    estimate    of 


"From  Atlanta  to  the  8ea."-llistorie  significance-  lei 


ider;  period. 

(1-4) 


Assassination  of  Lincoln. — Place  of  crime;  year;  name  of  assassin; 
fate  of  conspirators. 

Whigs. — To  what  was  this  name  given?     Period. 

Richmond,  Virginia. — Importance  in  the  Rebellion;  events  associated 
with  it ;  generals  concerned. 

"We  Here  Highly  Resolve,  that  these  dead  shall  not  have  died  in  vain, 
that  this  nation,  under  God,  shall  have  a  new  birth  of  freedom,  and  that 
government  of  the  people,  by  the  people,  for  the  people,  shall  not  perish 
from  the  earth."  Who  said  this?  Occasion. 

The  Monitor  and  the  Merrimac. — Historic  event  associated  with  them; 
period. 

Thirteenth,  Fourteenth,  and  Fifteenth  Amendments. — Amendments  to 
wrhat?  Time  and  purpose  of  adoption ;  privileges  granted;  period. 

Carpetbaggers. — Origin ;  place  and  period  of  activities ;  purposes ;  use 
of  negro  vote;  general  influence.  How  regarded  by  better  classes? 

Overland  Trails. — Section  in  which  used ;  uses  to  which  put ;  period. 

Pack  Trains. — Definition ;  association  with  western  history. 

Pony  Express. — Description  ;  purpose ;  romantic  associations ;  period. 

First  Transcontinental  Railway. — Story  of  building;  names  of  prin 
cipal  promoters;  importance  in  California  history;  land  grants;  period. 

The  Homestead  Law. — Object ;  section  of  country  most  benefited. 

Extinction  of  the  Buffalo. — How  exterminated?     Period. 

Ouster's  Last  Fight. — Location;  occasion;  outcome;  period. 

The  Bell  Telephone. — AVhy  called  "Bell"  telephone?  Period  of 
invention. 

Exclusion  of  the  Chinese.— Meaning  of  term  "coolies";  reasons  for 
objection  to  them;  means  of  exclusion. 

Prohibition  Party. — Principal  purpose  of  the  party;  means  by  which  it- 
seeks  to  accomplish  its  end. 

James  A.  Garfield.— Political  distinction;  death;  period. 

Civil  Service  Reform. — Evil  sought  to  be  remedied;  method  intro 
duced  ;  general  extent  of  reform. 

The  Anti-Trust  Act. — Tendency,  in  the  organization  of  industries, 
which  made  the  act  necessary ;  danger  manifested  in  this  tendency.  Give 
the  purpose  of  the  act;  tell  what  is  meant  by  "combination  in  restraint 
of  trade."  Tell  what  is  meant  by  "trust  busting. ': 

The  Interstate  Commerce  Commission.— Define  interstate  commerce. 
AYhat  has  the  Commission  to  say  about  rates  for  interstate  commerce? 
AYhat  are  some  of  the  things  it  seeks  to  prevent  the  railroads  from  doing? 

William  McKinley. — Political  distinction ;  party ;  death ;  period. 

William  J.  Bryan.— Party  affiliation  and  influence  in  the  party.  Fre 
quent  candidate  for  what  position?  Relation  to  progressive  policies  and 
peace  movement;  position  in  the  AVilson  administration:  period. 

(15) 


''''imperialisni  _M,.,,ni..K  »f  Hi-  term,  as  used  in  our  country;  policy  of 
the  anti-imperialists,  with  regard  to  the  Philippines. 

Theodore  Roosevelt-Prominence  in  Spanish-American  War;  pol 
position:  relation  to  conservation  policy.     What  new  pohtical  party  did 
lie  help  to  form .'     Advocacy  of  war  preparedness. 

William  Howard   Taft.-l'olitical   position;   party;   attitude 
policies  of  the  Progressives;  period. 

The  Hague.-Location;  purpose  of  the  llajrue  Tribunal ;  objec 
Hague  Conference. 

The  New  South.— Condition  of  the  South  for  twenty  years  following 
the  Civil  War,  and  reasons  for  the  condition ;  economic  changes  during  the 
last  thirty  years;  changes  along  the  lines  of  education  and  democracy.      . 
Disarmament.— Nature  of  plan,  and  result  hoped  for. 
Reclamation.— Meaning   of   reclamation;   method   of   reclaiming   arid 
lands;  method  of  reclaiming  swamp  and  overflow  lands.;  general  state 
ment  of  results  of  reclamation  in  the  United  States;  example  of  Imperial 
valley;  other  examples. 

Conservation  of  Natural  Resources.— Meaning  of  conservation;  natural 
resources  most  seriously  concerned;  general  policy  in  years  past;  general 
statement  of  present  policy.  What  would  a  conservationist  say  to  such  a 
statement  as  this:  "Conservation  means  denying  ourselves  today,  that 
coming  generations  may  have  more" 

Panama  Canal. — What  is  the  Canal  Zone,  and  what  nation  owns  it? 
What  is  the  purpose  of  the  locks?  Name  some  of  the  most  famous 
engineering  achievements  of  the  construction.  AVhy  was  it  impossible  for 
laborer's  to  work  on  the  canal  before  the  United  States  government  took 
hold?  I  low  did  our  engineers  make  it  possible  for  laborers  to  work  there? 
Pure  Food  and  Meat  Inspection  Laws.  -What  is  the  nature  of  these 
laws,  and  why  was  it  necessary  to  pass  them.' 

Government  Ownership.  What  things  do  some  people  claim  should  be 
owned  in  this  way? 

Tariff  for  Revenue  Only. — Define.  What  is  the  essential  difference 
between  this  and  the  protective  tariiV.'  What  political  party  has  stood 
for  this  sort  of  tariff.' 

The  Income  Tax. —  Purpose  of  the  income  lax  law.  What  had  to  be 
done  with  the  Constitution,  before  the  law  could  be  made.' 

Election  of  United  States  Senators.— Former  method;  present  method. 
What  constitutional  barrier  stood  in  the  way  of  the  change  in  policy,  and 
how  was  it  overcome.'  What  change  in  the  political  ideas  of  the  people 
has  brought  about  the  change.' 


o\v    has    it     been    j^n-jitlv 


The    Franchise. — .Meaning.     II 
several  of  the  states? 

The  Census.-Frequenc.v;  important  things  taken  a,,,, 
population  of  the  United  States  (approximately) 

Filibuster-Meaning  when  used  will,  reference  ,„  th, 
citizens  of  a  neutral  nation,  in  time  of  war  in  some  Ion 
Meaning  when  used  with  referenee  to  legislation. 

The  "Progressives. "-Diseuss  progressive  polieies  as  the,  apply  ,„ 

the  following  subjects:  Popular  gover nt   in  genera  ;  n,  ,    ,a 

candidates;   accountability  of  elected   officers   to   "he   people      ,, 

them;  nght  of  the  people  to  make  laws  for  themselves.     In  ,,„„ ',„ 

with   the   above   suh.jeets,  name   the   more   important   of   the   particular 
reforms  advocated.     Objects  of  the  Progressive  party.     What    s  I  o 
velt  's  relation  to  it  ?     Period. 

t-inffeC1PrOClty'~iIea"i""  Ot  tllC  *"'"'  Wl"'"  "S''''  W'"'  lvrrlvl"-'-  '"  Hi- 

The  National  Debt.-Wl,at  oceasions  eause  nations  inevitably  to 
into  debt?     Jn  times  of  crisis,  how  ,!o  nations  secure  monev  •     \Vlrn  , 
government  bonds? 


In  a  single  sentence  give  the  essential  meaning  of  each  of  the  Inll 
terms.     In  the  case  of  those  marked  with  an  asterisk  («),  indi.-j.tr  by  th~- 
appropriate  number  the  historical  period  to  which  the  item  belongs': 


Sioux. 

Abolitionists. 

Plymouth  Rock. 

Mount  Vernon. 

The  Argonauts  (in  California 

history).* 

The  Lone  Star  State.* 
The  Free  States. 
The  Federal  Army.* 
The  Father  of  His  Country.* 
Cheyennes. 

The  Father  of  Waters. 
Apaches. 

The  Great  Emancipator.* 
The  Slave  States. 
"Old  Ironsides."* 
The  Confederates.* 
The  Canal  Zone. 
The  Rough  Riders.* 
The  Forty-niners.* 
Admission  Day. 
Iroquois. 


Liberty  Hell. 

The  Continental  Army.* 

The  English  Parliament. 

Xew  England  Colonies.* 

The  Xew  World. 

The  Mayflower.* 

First  President  of  the  United 

States.* 

The  Cotton  States. 
The  Emancipation  Proclamation.* 
The  Old   World. 
Dutch  Xew  York  (the  Xew  Xether- 

lands).* 
Valley  Forge.* 
Hudson's  Hay  Company. 
Sheridan  "s  Ride.* 
The  Public  Domain. 
Arbitration. 
The  Santa  Fe  Trail.* 
Indian  Reservations. 
Free  Trade. 


In  a  single  sentence,  define  each  of  the  following  terms.  In  the  case 
of  those  marked  with  an  asterisk  indicate  the  historical  period  in  which 
the  thing  was  commonly  used  in  this  country: 


Pillory.* 

Pueblo. 

Tepee. 

Pipe  of  peace. 

Totem. 

Hour  glass.* 

Flint  and  steel. 

Sachem. 

Sundial.* 

Papoose. 

AVar  paint. 

Privateers. 

Stocks.* 

Moccasins. 

Quill  pens.* 

Greenbacks. 

Wampum. 

Flintlocks. 

Tomahawk. 

Homespun.* 

"NVigwam. 

George  III. 
Grover  Cleveland 
James  Monroe. 
Admiral  Dewev. 


Balboa. 

Miles  Standish. 
Ponce  de  Leon. 
Millard  Fillmore. 


Rutherford  B.  Haves.  General  Sherman. 


In  a  single  sentence  explain  how  each  of  the  following  persons  has 
attained  a  place  in  history,  by  telling  what  notable  thing  each  one  did,  or 
what  high  or  responsible  position  he  or  she  held.  Also  indicate  by  the 
appropriate  number  the  historical  period  in  which  each  belongs: 

Benjamin  Harrison. 
Queen  Isabella. 
General  Phil  Sheridan. 
Andrew  Johnson. 
John  Paul  Jones. 
Henry  Hudson. 
Patrick  Henry. 
John  Adams. 
Chester  A.  Arthur. 
Robert  Fulton. 
James  Madison. 
Zaehary  Taylor. 
Father  Junipero   Serra. 
James  K.  Polk. 
John  Tyler. 

Harriet   Beecher   Stowe. 
Benedict  Arnold. 
Nathan  Hale. 


Martin  Van  Buren. 

Jefferson  Davis. 

Francis  Scott  Key. 

Admiral  Farragut. 

AYilliam  Henry  Harrison. 

Lafayette. 

Daniel  Boone. 

Robert  E.  Lee. 

"Stonewall "  Jackson. 

John  Quincy  Adams.    Booker  T.  AYashi^gton. 
Magellan.  Roger  AYilliams. 

Martha  Washington.    Jane  Addams. 
Henry  (May.  (\>1.  Goethals. 


Brigham  Young. 
James  Buchanan. 
Pocahontas. 
Helen  Keller. 
Portola. 

Franklin  Pierce. 
Paul  Revere. 
Captain  John  Smith. 
Montezuma. 


DATES. 

It  is  essential  to  know  what  each  of  the  following  dates,  or  groups  of 
dates,  represents:  October  12.  14!):>;  1(107;  1(>20;  .July  4.  177(i:  1776  to 
178.'};  184(>  to  1848;  September  !>,  1S."JO:  l,S(il  to  1S().">;  1S!)S. 

BIOGRAPHIES. 

The  student  should  possess  at  least  a  brief  knowledge  of  the  lives  of 
the  following  men.  Any  test  that  may  be  given  will  b,'  along  the  follow 
ing  lines:  ('</)  boyhood  conditions  and  environment;  (b}  characteristic 
anecdotes  of  boyhood;  (c)  education  and  conditions  under  which  it  was 
gained:  (d)  rise  to  fame;  (r)  achievements;  (f)  manhood  characteristics 
and  anecdotes;  ((/)  present  popular  estimate. 

Columbus.  Lincoln.  Washington.  Andrew  Jackson 

Franklin.  Grant.  Edison.  Thomas  Jefferson 

(is. 


TERRITORIAL  EXPANSION. 

The  student  will  be  expected  to  know,  in  their  proper  order,  tin- 
successive  steps  by  which  the  territory  of  the  nation  expanded  to  i's 
present  compass.  In  addition  to  this,  it  would  be  advisable  to  acquire  an 
accurate  impression  of  the  customs,  characteristics,  and  modes  of  living 
of  the  people  in  the  various  stages  of  the  westward  march  across  tin- 
continent.  For  preparation  in  this  latter  phase  of  the  subject,  a  selective 
use  of  parts  of  Roosevelt's  Winning  of  the  West  is  recommended.  As  a 
guide  in  the  preparation,  the  following  outline  is  given: 

I.     The  Back-Country  Settlements  of  Colonial  Time. 

1.  Life  in  the  settlements  of  the  Appalachian  1 

2.  The  Scotch-Irish:    (a)   Places  of  settlement 

istics. 

II.  The  Rush  Across  the  Appalachians. 

1.  AYork  of  Boone  and  the  "long  hunters"  :  (a)  Kinds  of  adven 

tures  met  with;  (6)  Land  opened  up;  (c)  Stimulus  to  sub 
sequent  migration. 

2.  Life  of  the  wandering  fin-  traders. 

3.  First    great    migration:    (a)    Routes    and    means    of   travel; 

(6)  Character  and  amount  of  migration;  (r)  Settlements 
and  manner  of  living;  (</)  Relations  with  the  Indians: 
(e)  First  western  states  organized. 

III.  Acquisition  of  New  Territory. 

1.  The  Louisiana  Purchase:   (</)   Date;   (b)   From  whom  made: 

(e)  Extent;  ((/)  Story  of  Lewis  and  Clark. 

2.  Acquirement  of  Florida:   (a)  How  acquired  and  from  what 

nation;  (I)  Date. 

IV.  Expansion  Westward. 

1.  Extent  of  western  settlement,  as  measured  by  the  Missouri 

River,  in  1820. 

2.  The   Great   American   Desert:    (a)    Trip   taken   by    Pil 

180(5-7;   (b)   Early  conception  of  the  great  rniddh 
(e)  Inhabitants  and  animals;  (d)  Opening  of  the-  Santa  Fe 
trail;  (e)  "Work  of  trappers  and  hunters. 

3    Filling  up  of  the  great  middle  AVest :  (</)  River  and  overlain 
travel;    (&)    Life  and  customs  of  the  settlers:    (c)    Indian 
troubles;    (</)    Final   disposition   of  the   Indians: 
states  formed. 

V.     Texas,  California,  and  the  Southwest. 

1  Texas  •'((/)    Immigration    of    American    ranchers: 

Texan  revolution  and  formation  of  the  Lone  Star  Ki>piibl 

(c)  Annexation. 

2  Explorations  of  Fremont  and  Kit  Carson:  (ci)  Land  t 
3'   Territorial  results  of  the  Mexican  war:   (a)   Lai 

(b)  Date. 


VI.     Acquisitions  by  Treaty. 

1.  Acquirement  of  Oregon,  in  1846:  (</)  Joint  claims  of  England 

and  the  United  States;  (1))  "Fifty-four-forty  or  fight"; 
(c)  Settlement  of  the  dispute. 

2.  The  Gadsden  Purchase,  in  1853:  (</)  Location;  (6)  HOY/  and 

from  whom  obtained. 

VII.     The  Gold  Rush. 

1.  Discovery  of  Gold  in  California:  (</)  Date;  (6)  Effect  of  the 

news;  (c)  Routes  of  immigration  from  the  East;  (d)  Ex 
periences  in  crossing  the  plains;  (c)  Admission  of  Cali 
fornia  and  date. 

2.  Discovery  of  gold  and  silver  in  Colorado:   (a)  Immigration 

following  the  news;  (6)  Establishment  of  camps  and  towns. 

3.  Western  life:  (a)  Methods  used  in  gold  mining;  (b)  Mining 

camp  life;  (c)  The  pony  express;  (d)  Means  of  travel  and 
transportation;  (c)  Desperadoes  and  summary  means  of 
justice. 

VIII.     Alaska. 

1.  Means  of  acquirement:   (a)  From  whom  and  how  obtained. 

2.  Natural  resources:   (a)   The  natural  resources  found  there; 

(1))  Economic  value  of  Alaska. 

3.  The   rush   to   the   mines:    (a)    Effect   of   the  news   of   gold: 

(&)  First  means  of  travel  to  the  mines;  (c)  Experiences, 
dangers  and  adventures  of  the  prospectors. 

IX.     The  Hawaiian  Islands. 

1.  Means  of  acquirement. 

2.  Commercial  and  strategic  importance. 

3.  Present  form  of  government. 

X.     Results  of  the  Spanish-American  War. 

1.  Insular  acquisitions:  (a)  Islands  obtained;  (7>)  Difficulties  in 

the  pacification  of  the  Philippines;  (c)  Forms  of  govern 
ment  established  in  the  principal  acquisitions;  (d)  Amer 
icanization. 

2.  The   problem   of  imperialism:    (a)    Nature   of  the   problem; 

(?>)  Present  status. 

3.  The  question  of  independence  for  the  Philippines:   (V)    Rea 

sons  for  and  against. 


(20) 


CIVICS. 

The  preparation  in  civics  is  not  expected  to  ramify  through  the 
devious  labyrinths  of  technical  government.  No  effort  will  he  made  10 
test  the  student's  knowledge  of  the  old  school  hrand  of  civics,  except  so 
far  as  it  possesses  a  value  in  every-day  use.  What  we  want  is  a  knowl 
edge  of  civil  government  arid  civic  problems  such  as  is  current  among 
well-informed  people.  We  fully  appreciate  the  special  need  for  develop 
ing  high  civic  ideals  in  the  pupils  of  our  high  and  grammar  school  classes, 
and  we  urge  every  teacher  to  exert  all  his  efforts  toward  that  end.  'Hut 
\VG  assert  that  such  ideals  can  best  be  developed  by  giving  the  civics  a 
present-day,  practical  application.  Knowledge  of  the  vital  facts  musl 
precede,  or  at  any  rate  coincide  with,  the  development  of  the  higher 
motives.  The  following  questions  and  outlines  have  to  do  with  little 
more  than  the  actual  facts  of  the  subject.  "We  can  here  but  recommend 
to  the  teacher  the  consideration  of  the  other  aim. 

For  preparation  we  recommend  to  the  student  Dunn's  Community  mid 
the  Citizen.  For  the  technical  questions,  see  Button's  Civil  Government 
in  California.  Considerable  assistance  will  be  obtained  by  the  use  of  Bul 
letin  17  (especially  the  Supplement} ,  listed  upon  the  cover  pages  of  this 
monograph. 

QUESTIONS. 

The  ability  not  only  to  answer  each  of  the  following  questions  in 
general  civics  and  government,  but  to  discuss  the  more  general  ones 
intelligently,  will  be  considered  necessary  to  a  working  knowledge  of  the 
subject.  By  an  intelligent  discussion  we  do  not  mean  an  academic 
exploration  into  technical  or  historic  lore;  we  mean  discussion  solely  with 
reference  to  the  life-serving  elements  involved. 

1.  Define  each  of  the  following  terms:  alien,  public  service  corpora 
tion,    a   franchise,   the    franchise,   habeas    corpus,   injunction,    "political 
machine,"  "political  boss."  impeachment,  budget,  legislative,  executive, 
judicial,    equity,   felony,   indictment,   great   register,   misdemeanor,   petty 
larceny,  grand  larceny,  plaintiff,  warrant,  public  utility,  inquest,  appeal, 
personal  property,  real  property,  boycott,  lockout,  libel,  subpoena,  perjury, 
reprieve,   parole,   appellate,   attachment,   bail,  Bertillon  system,   ex  post 
facto,  fiscal,  venire. 

2.  AVhat   dangers   lie   in   overcrowding   in   large   cities,   as  regards 
health  and  morals? 

3.  Tell  some  of  the  things  that  are  being  done  in  tenement  districts 
in  large  cities,  with  the  object  of  relieving  the  congestion  and  bettering 
the  health  conditions. 

4.  State,  approximately,  the  amount  of  annual  immigration  into  the 

United  States. 

5.  Approximately,  what  is  the  total  population  of  the  United  States 
including  dependencies,  according  to  the  1910  census. 

6.  AVhat  has  our  government  done  with  regard  to  the  immigration 

of  Chinese  coolies? 

(21) 


7.  Explain  the  means  by  which  the  immigration  of  Japanese  laborers 
is  regulated. 

8.  What  is  the  constitutional  definition  of  a  citizen? 

9.  What  are  the  provisions  and  purpose  of  the  homestead  act? 

10.  Explain  townships,  sections,  and  quarter-sections. 

11.  What  is  the  purpose  and  what  are  the  methods  of  reclamation? 

12.  Give  some  examples  of  large  government  reclamation  works. 

13.  Explain  the  right  of  eminent  domain. 

14.  Name  the  important  natural  resources. 

15.  Define  "conservation  of  natural  resources." 

16.  What  are  the  principal  duties  of  the  Conservation  Commission  of 
California  ? 

17.  Explain  the  principal  duties  of  a  city  board  of  health. 

18.  What  importance   attaches   to   the   problem   of  the   disposal   of 
garbage  and  sewrage? 

19.  Discuss  the  park  and  playground  movement  in  its  relation  to  the 
public  health  and  welfare  of  children. 

20.  Discuss  some  of  the  principal  activities  and  duties  of  the  State 
Board  of  Health. 

21.  Briefly  discuss  the   duties   of  United  States  consuls  in  foreign 
lands. 

22.  Very  briefly  tell  what  an  ambassador  is. 

23.  What  are  the  principal  duties  of  the  Interstate  Commerce  Com 
mission  ? 

24.  In  what  branch  of  government  do  wTe  find  the  board  of  school 
trustees?     What  are  their  principal  duties? 

25.  What  is  the  chief  governing  body  in  a  city  school  system?     The 
chief  executive  officer? 

26.  Explain  the  relation  between  public  education  and  good  citizen 
ship. 

27.  Explain  the  general  character  of  compulsory  education  laws,  and 
tell  why  the  states  are  justified  in  passing  them. 

28.  Give  the  main  provisions  of  California's  compulsory  education 
law. 

29.  AVhat  is  the  constitutional  status  of  religions  in  our  country? 

30.  AVhat  are  the  purpose  and  ideals  of  organized  charity,  and  by 
what  method  does  it  seek  to  accomplish  its  ends? 

31.  By  what  process  may  the  federal  Constitution  be  amended? 

32.  AVhat  has  amendment  seventeen  of  the  Constitution  to  say  con 
cerning  the  election  of  United  States  senators? 

33.  AVhat  is  the  duty  of  the  Electoral  College,  and  how  is  it  chosen? 

34.  Explain  how  it  is  that  the  Electoral  College  has  no  function  what 
ever,  excepting  the  mere  legal  formality  of  registering  the  popular  will. 

35.  AVhat  is  done  at  national  conventions  of  political  parties? 

36.  Under  the  California  law.  what  is  the  purpose  of  the  direct  pri 
mary  system  in  the  choice  of  candidates  for  state  offices?     Explain  its 
process. 


37.  For  what  national  offices  arc  candidates  chosen  by  direct  primary 
in  California? 

38.  Delegates  to  what  conventions  are  chosen  by  direct  primary  in 
California? 

39.  Briefly  explain  that  form  of  city  government  known  as  tin;  com 
mission  form.     What  are  the  principal  advantages  claimed  for  it? 

40.  Tell  why  we   have   assembly   districts,   senatorial   districts,   and 
congressional  districts. 

41.  Why  are  irrigation  districts  formed  ? 

42.  What  is  the  object  in  having  school  districts? 

43.  What  are  boards  of  equalization  for? 

44.  Briefly  discuss  the  objects  and  methods  of  laws  regulating  elec 
tion  expenses. 

45.  How  often  does  the  state  legislature  meet? 

46.  Distinguish  between  plurality  and  majority. 

47.  What  is  a  grand  jury  and  why  do  we  have  it  ? 

48.  To  what  extent,  and  by  what  means,  do  the  people  of  California 
enter  into  the  choice  of  candidates  for  President? 

49.  Discuss  the  evils  and  abuses  of  the  spoils  system. 

50.  Tell  what  is  meant  by  civil  service  reform,  and  explain  the  merit 
system. 

51.  What  are  the  common  features  of  the  Australian  ballot  system? 
What  fraud  does  it  tend  to  prevent,  and  how? 

52.  Tn  what  branch  of  government  do  we  find  the  board  of  super 
visors?     In  a  general  way,  state  its  duties. 

53.  What  is  a  city  charter? 

54.  "What  is  a  board  of  freeholders,  and  for  what  purpose  is  it  occa 
sionally  chosen  ? 

55.  How  may  a  city  charter  be  amended? 

56.  Tell  what  is  meant  by  the  ''short  ballot,"  and  discuss  the  theory 
of  it. 

57.  What  title  is  given  the  presiding  officer  of  the  lower  house  of  the 
legislature  ? 

58.  What  officer  presides  over  the  upper  house? 

59.  What  is  the  highest  court  in  the  state  judiciary  system? 

60.  What  kinds  or  classes  of  cases  have  their  first  trial  in  the  superior 
courts  of  the  state  ? 

61.  In   the   state   system,   what  do   we   call  the   courts  intermediate 
between  the  superior  courts  and  the  highest  court? 

What  kinds  or  classes  of  cases  have  their  trial  in  the  police  courts? 
Distinguish  between  civil  and  criminal  cases. 

64.  Discuss  the  purpose  of  the  juvenile  court  and  the  system  of  pro 
bation. 

65.  In  what  divisions  of  government  do  we  find  an  attorney  general? 
In  a  general  way  state  the  duties  of  that  official. 

66.  Discuss  the  duties  of  the  State  Board  of  Control. 

67.  Discuss  the  duties  of  the  State  Railroad  Commission. 

(23) 


68.  Tn  a  general  way,  what  are  the  duties  of  the  State  Board  of  Edu 
cation  ? 

69.  Explain  the  objects  of  California's  law  establishing  compulsory 
industrial  accident  insurance. 

70.  Explain  the  purpose  and  process  of  the  initiative. 

71.  Explain  Hie  purpose  and  process  of  the  referendum. 

72.  Explain  the  purpose  and  process  of  the  recall. 

78.     What  is  the  highest  of  the  federal  system  of  courts? 

74.     What  are  the  two  lower  orders  of  courts  in  the  federal  system 


How  are  the  judges  of  the  federal  courts  chosen? 
What  determines  the  number  of  members  of  the  House  of  Repre 
sentatives  to  be  chosen  from  each  state? 

77.  How  many  United  States  senators  are  chosen  from  each  state,  and 
how  are  they  chosen? 

78.  Describe  the  ordinary  course  of  a  bill,  if  uninterrupted,  from  the 
time  of  its  introduction  into  Congress  to  the  time  of  its  final  passage 
into  law. 

79.  How  may  a  bill  become  a  law  in  spite  of  the  President's  veto? 

80.  What  title  is  given  the  presiding  officer  of  the  House  of  Repre 
sentatives? 

81.  What  officer  presides  over  the  United  States  Senate? 

82.  What  title  is  given  the  highest  judicial  officer  in  the  land?     What 
are  his  associates  called? 

83.  In  cases  where  the  constitutionality  of  a  federal  law  is  protested 
by  legal  act,  what  final  authority  has  the  United  States  Supreme  Court? 

84.  What  name  is  given  to  the  lowest  courts  in  the  federal  system  ? 

85.  What  name  is  given  to  the  intermediate   courts  in  the  federal 
system  ? 

86.  On  what  kinds  of  property  do  cities  levy  taxes,  in  order  to  get  the 
bulk  of  their  revenue? 

87.  On  what  kinds  of  property  do  counties  levy  taxes,  in  order  to  get 
the  bulk  of  their  revenue? 

88.  What,  does  the  State  of  California  tax,  in  order  to  get  the  bulk  of 
its  revenue? 

89.  What  are  some  of  the  principal  items  of  expenditure  in  a  city 
government? 

90.  Some  of  the  principal  items  of  expenditure  in  a  county  govern 
ment  ? 

91.  In  a  state  government? 

92.  AVhat  division  of  government  levies  an  income  tax? 

93.  Tell   what   import   duties   are.   and   what   branch   of   government 
levies  them. 

94.  AVhat  are  customs  houses? 

95.  On  what  articles,  made  where,  is  the  internal  revenue  levied  .' 

96.  AVhat  are  government  bonds,  and  under  what  circumstances  does 
the  government  issue  them? 

(24) 


97.  In  a  general  way  state  the  duties  of  a  city  council. 

98.  What  are  some  typical  boards  or  departments  found  in  tbe  govrn- 
nient  of  a  large  city  ? 

99.  Of  what  houses  is  the  state  legislature  composed  .' 

100.     What  does  it  mean  to  say  that  a  company  is  incorporated  .'     Tell 
some  of  the  advantages  of  incorporation. 

CONTEMPORARY  ISSUES,  POLITICAL,  SOCIAL,  AND  ECONOMIC. 

The  following  outlines  present  a  brief  summary  of  the  problems  of  tin- 
da}7  that  press  upon  us — the  unavoidable  problems  that  issue  from  the 
upward-seeking  spirit  of  civilized  government.  No  one  who  aspires  to  the 
possession  of  a  true  social  intelligence  can  afford  to  ignore  these  matters. 
In  a  state  such  as  California  there  is  an  extraordinary  need  for  an  intelli 
gence  of  this  kind,  for  real  self-government  and  liberal  suffrage  have 
imposed  it  upon  us. 

It  is  unfortunate  but  true  that  we  can  not  look  to  the  high  schools 
generally  to  teach  these  subjects.  In  only  the  most  progressive  can  we 
hope  that  some  of  the  sacrosanct  precincts  of  the  traditional  course  may 
be  gerrymandered  to  admit  this  life-helping  material.  To  the  student  we 
can  but  urge  the  importance  of  the  following  subjects,  if  the  stressing 
impulse  of  social  action  is  to  be  comprehended.  They  are  the  vital  sub 
stance  of  our  civic  being. 

To  help  those  teachers  whose  enthusiasm  demands  that  they  reach  into 
these  subjects,  and  for  the  benefit  of  ambitious  students,  we  have1  appended 
references  to  the  outlines.  These1  are  the  best  references  that  come  to  the 
mind  of  the  writer,  but  they  are  by  no  means  exhaustive.  In  many  cases 
mazagine  literature  affords  the  best  material.  Articles  in  the  magazines 
can  readily  be  located  by  a  judicious  use  of  the  Readers'  Guide. 

None  of  the  matter  included  in  these  outlines  will  be  required  of  enter 
ing  students;  but  a  student  may  indicate  a  readiness  to  be  tested  in  any 
or  all  of  the  subjects.  Satisfactory  preparation  in  the  same  will  give  the 
student  preferment  in  the  assignment  to  classes,  the  preferment  depending 
upon  the  extent  of  the  preparation.  No  test  that  any  student  may  elect 
to  take  in  these  subjects  will  exceed  the  substance  here  indicated. 

1.  The   Peace   Movement:    (</)    Objects   of   the   Hague   Conference; 
(fo)   Function  of  the  Hague  Tribunal;    (c)    The  theory  of  disarmament; 
(d)    The   economic   waste   of  war-preparedness;    (r)    The  needlessness   of 
commercial  war;  (f)  Preparedness  as  protection  against  war;  (</)  Plan  for 
an  international  police  for  enforcement  of  peace;  (//)  The  American  policy 
of  peace  treaties.      ( Angell :  The  Great  llluxwn.     Von  Bernhardi :  G<  rmanij 
and  tlic  Next  War.     Chittenden :  War  or  Peace.     See  Readers'  Guide.} 

2.  Movement  for   Government  Ownership:    (a)    Utilities   urged   for 
national  ownership;   (fc)   Arguments  for  and  against;   (c)   Present  status 
of   the   movement;    (<1)    The   policy   for   a    national    railroad    in    Alaska: 
(c)  Utilities  urged  for  municipal  ownership:  (f)  Some  examples  of  exten- 


sion  of  the  municipal  ownership  idea;  (g)  Common  arguments  for  and 
against  municipal  ownership.  (Seligman;  Principles  of  Economics.  Mar 
riott:  How  Americans  Are  Governed.  Garner:  Government  in  the  United 
States.  See  Readers'  Guide.) 

3.  The  Immigration  Problem:  (a)  Approximate  annual  immigration; 
(6)  Parts  of  Europe  from  which  most  immigrants  come;  (c)  Concentration 
in  cities  and  resulting  problems;   (d)   Immigration  and  the  standard  of 
living;    (e)    The   problem   of  immigrant   competition  with  native  labor; 
(f)  Immigration  and  the  sweating  system ;  (g)  The  question  of  immigra 
tion  and  the  need  of  labor  supply;   (h)  Means  advocated  for  limitation 
and  regulation  of  immigration;  (i)  Existing  immigration  laws;  (/)  How 
Chinese  immigration  is  regulated;  (k)  The  problem  of  Japanese  immigra 
tion;   (I)  The  ideal  of  the  United  States  as  an  asylum  for  all  oppressed 
peoples ;  (m)  Why  the  United  States  is  called  the  "melting  pot. ' '    (Adams 
and  Simmer :  Labor  Problems.     Mayo-Smith :  Emigration  and  Immigra 
tion.     Seligman:  Principles  of  Economics.) 

4.  Poverty:   (a)  The  many  causes,  i.  e.,  seasonal  employment,  immo 
bility  of  labor,  inadequate  education,  evil  associations  and  surroundings, 
bad  habits,  poor  health,  uncared-for  old  age,  Malthusianism ;  (6)  Tenement 
house  and  slum  conditions;  (c)  Kinds  of  dependent  classes;  (d)  Institu 
tional  relief;  (e)  Outdoor  relief;  (f)  Dangers  of  indiscriminate  and  unor 
ganized  charity;  (g)  Ideals  and  methods  of  organized  charity.     (Hunter: 
Poverty.     Warner:    American    Charities.      Nearing:    Social   Adjustment. 
Seligman:  Principles  of  Economics.) 

5.  The  Cost  of  Living:  (a)  Reasons  for  recent  attention  to  the  prob 
lem;    (6)   Relation  claimed  to  exist  between  the  cost  of  living  and  the 
tariff;  (c)  The  cost  of  living  as  a  phase  of  the  trust  problem;  ((/)  Over 
capitalization  and  prices;    (e)   Other  possible  explanations.      (Seligman: 
Principles  of  Economics.     See  Readers'  Guide.) 

6.  Child  and  Woman  Labor:    (a)   General  statement  of  extent  and 
abuses;   (b)   Nature  of  child  labor  laws  adopted  by  most  of  the  states; 
(c)    Arguments   for  justification   of  such    laws;    (d)    Factors   militating 
against  effective  enforcement  of  the  laws;  (c)  Character  of  laws  passed  to 
regulate  hours  of  labor  for  women;  (f)  The  movement  for  women's  mini 
mum  wage;  (g)  Arguments  to  justify  special  laws  for  women  in  industry; 
(h)  The  question  of  such  laws  in  their  relation  to  the  right  of  free  con 
tract;  (i)  Women's  labor  legislation  in  California.      (Adams  and  Simmer: 
Labor  Problems.     Spargo:    The  Bitter   Cry   of   the    Children.     Marriott: 
How   Americans    Are    Governed.     Nearing:    The    Child    Labor    Problem. 
Nearing:  Social  Adjustment.     Markham,  Lindsey  and  Creel:  Children  in 
Bondage.     See  Readers'  Guide,  especially  for  articles  in  the  Purvey.) 

1.  Tendency  Toward  State  Regulation  of  Conditions  of  Employment: 
(a)  As  affecting  sanitary  and  safety  conditions  in  factories;  (b)  As 
regards  compulsory  compensation  for  injuries  and  deaths;  (e-)  As  regards 
minimum  wages;  (f/)  As  instanced  by  efforts  looking  to  conciliation  and 

(2G) 


arbitration  by  the  government;  O)  Conception  of  industry  as  quasi-public 
in  character;  (f)  The  California  Workmen's  Compensation,  Insurance  and 
Safety  Act.  (Adams  and  Sumner:  Labor  Problem*.  Seager:  Social 
Insurance.  See  Readers'  Guide,  especially  for  articles  in  the  Survey.} 

8.  The  Movement  for  Election  Reform:   (a)  Nature  and  purpose  of 
corrupt  practices  acts;   (6)   The  Australian  ballot;   O)   Spread  of  direct 
primary  idea;   (d)   The  direct  primary  as  a  cure  for  certain  evils  of  the 
caucus  and  convention  systems;  (c)  Explanation  of  the  direct  primary  as 
applied  to  local,  state,  and  certain  national  offices  in  California;  (f)  Non- 
partisan  elections;  (g)  Theory  of  the  short  ballot.      (Reinsch:  Reading  in 
American  State  Government.     Garner:  Government  in  the  United  States. 
Supplement  to  Normal   School  Bulletin  17.     Childs:   Short  Ballot   1'rin- 
ciples.     See  Readers'  Guide.) 

9.  The  Movement  for  Direct  Legislation:  (a)  Significance  as  affecting 
democracy;  (6)  General  extent  of  movement ;  (c)  Explanation  of  initiative 

and  referendum;  (d)  The  recall;  (c)  The  movement  in  relation  to  "special 
interests"  and  "special  privileges";  (f)  The  question  of  the  recall  of 
judges  and  judicial  decisions;  (g)  Direct  legislation  in  California.  (Mar 
riott:  How  Americans  Are  Governed.  Garner:  Government  in  the  United 
States.  Supplement  to  Normal  School  Bulletin  17.  See  Readers'  Guide.) 

10.  Labor  and  Capital:  (a)  Increasing  power  of  labor  through  organi 
zation  ;  (6)  The  American  Federation  of  Labor ;  (c)  Collective  bargaining; 
(d)  Growing  strength  of  radical  labor  programs,  as  instanced  by  indus 
trial  unionism ;  (c)  Strikes  and  boycotts ;  (f)  Injunctions;  (g)  Arbitration 
and  conciliation;    (h)    Growth  and  significance  of  employers'  organiza 
tions;  (/)  The  "open  shop"  and  the  "closed  shop";  (_/')  Profit  sharing  and 
co-operation;    (A*)    The    great   problem   of  unemployment;    (I)    Seasonal 
labor;  (m)  Foreign  examples  of  old  age  pensions  and  insurance  against 
unemployment,      (Adams  and  Sumner:  Labor  Problems.     Seligrnan :  Prin 
ciples  of  Economics.     Seager:   Principles  of  Economics.     Seager:   Social 
Insurance.     Wallace:  The  Revolt  of  Democracy.     Nearing:  Social  Adjust 
ment.     Reports    of   the   Industrial   Relations    Commission.     See   Readers' 
Guide.} 

11.  Regulation  of  Trusts  and  Public  Utilities:   (a)  Provision  of  the 

Anti-trust  Act  with  regard  to  combinations  in  restraint  of  trade;  (6)  Diffi 
culty  of  interpretation  ;  (c)  The  problem  of  stock  watering  and  over 
capitalization  ;  (d)  Physical  valuation,  and  the  question  of  fixing  prices 
according  to  such;  (c)  Comparison  of  the  policy  of  regulation  with  the 
policy  of  dissolution ;  (f)  Objects  and  methods  of  the  Interstate  Commerce 
Commission;  (g)  Rights  and  interests  of  the  people  inherent  in  public 
utilities;  (//)  Problems  relative  to  the  granting-  and  use  of  franchises; 
(0  Objects  and  methods  of  the  Railroad  Commission  of  California. 
(Reports  of  the  American  Academy  of  Political  and  Social  Science. 
Seager:  Principles  of  Economics.  See  Readers'  Guide.) 


12.  Socialism:  (r/)  Increase  of  voting  strength;  (I)  Policy  of  socialists 
with  regard  to  means  of  production,  distribution  and  exchange  ;  (c)  Social 
ism  and  the  wage  system;  (d)  Doctrine  of  the  class  struggle;  (c)  Means 
by  which  political  socialists  would  secure  their  ends;  (f)  Meaning  of  the 
term  "co-operative  commonwealth."  (Seligman:  Principles  of  Economics. 
Seager :  Principles  of  Economics.  Cross:  Essentials  of  Socialism.) 

LS.     The  Industrial  Workers  of  the  World:    (a)    Socialist  doctrine; 

(b)  Idea  of  the  one  big  union  and  the  general  strike;   (c)  Direct  action 
and  sabotage;    (d)    Attitude  toward  government;    (c)    General  extent   of 
the   movement.      (Brooks:  American   Syndicalism.     Spargo :   Syndicalism, 
Industrial  Unionism  and  Socialism.) 

14.  The  Single  Tax  and  Land  Problems:  (a)  The  unearned  increment 
in  land  values ;  (b)  AVhat  the  single  taxers  would  tax  and  what  they  would 
not  tax;  (c)  The  promised  benefits;  (d)  Some  examples  of  a  limited  single 
tax;   (c)   Henry  George;   (/)   The  problem  of  land  tenantry;    (</)   Rural 
credits;    (//)    Educative    activities    of    the    Department    of    Agriculture; 
(i)  Corn   clubs,  etc.      (Fillebrown:  The  A-B-C  of  Taxation.     Seager:  Prin 
ciples   of  Economics.     Reports   of   the    Industrial   Relations    Commission. 
See  Readers'  Guide.) 

15.  Conservation:    (a)   Results  of  investigations  into  the  supply  of 
natural  resources;  (?>)  Natural  resources  most  vitally  concerned;  (c)  Con 
servation  and  the  "vested  interests";  (d)  Conservation  laws  and  regula 
tions  advocated;  (c)  Methods  of  forest  and  other  conservation;  (f)  Nature; 
of  conflict  between  state  and  national  authority;  (</)  Conservation  legisla 
tion  in  California;  (//)  The  government  railroad  in  Alaska  as  a  conserva 
tion  measure;   (i)   Reclamation  and  irrigation.      (Pinchot:   The  Fight  for 
Conservation.     Marriott:  How  Americans  Are  Governed.     Supplement  to 
Normal  School  Bulletin  17.     See  Readers'  Guide.) 

16.  The  Prison  Reform  Movement:  (a)  The  old  idea  of  imprisonment 
as  punitive  solely;  (1))  The  newer  idea  of  treating  criminality  as  a  disease ; 

(c)  The  theory  of  the  indeterminate  sentence;  (d)  The  agitation  against 
capital   punishment;    (c)    The    problem    of   juvenile    and   first    offenders; 
(/')    Probation.      (See  articles  in  Henderson:   Correction   and  Prevention, 
4  vols.     See  Readers'  Guide.) 

17.  Movement  to  Make  Education  More  Serviceable  to  the  Mass  of 
the  People:   (a)  Comparative  smallness  of  numbers  seeking  higher  educa 
tion;  (It)  Commercial  and  industrial  life  as  the  destiny  of  the  vast  major 
ity  ;    (c)    Nature    and    extent    of    vocational    education;    (d)     Vocational 
guidance;   (c)   Evening  schools;   (f)   Continuation  and  half-time  schools; 
(//)    rniversity   extension;    (//)    Education   in    its  relation   to   democracy. 
(Nearing:  Social  Adjustment.     Smith:  All  fin   ('hildrui  of  All  fit,   Pioplc. 
Perry:   Wi(/<  r  T.sv   of  UK    School  Plant.     Puffer:    Vocational  (fnidancc-.) 


18.  Panama  Canal  Problems:  (a)  The  nationalistic  conception  of  tin- 
canal;  (1))  The  conception  of  the  canal  as  a  quasi-international  property: 
(c)   The  question  of  fortification  in  its  relation  to  the  peace  movement: 
((/)  Problems  arising  from  prospective  immigration  at  Pacific  ports.      ( See 
Readers'  Guide.) 

19.  The  Women's  Rights  Movement:   (a)   Present  extent  of  woman 
suffrage  in  the  United  States;  (It)   Political  and  social  significance  of  the. 
suffrage  movement;  (v)  Arguments  for  it;  (</)  The  question  of  woman's 
" sphere";   (c)   Women  in  the  industries;   (f)    Women  in  the  professions. 
(Marriott:  How  Americans  Are  Governed.     See  R(a(l<,rs' 


SAN  FRANCISCO  STATE  NORMAL  SCHOOL  PUBLICATIONS. 

The  Teachers'   Manuals. 

Some  years  ago  the  San  Francisco  State  Normal  School  undertook  the  publication 
of  courses  of  study  for  teaching  the  various  subjects  of  the  curriculum  of  the  elementary 
school.  These  courses  were  prepared  by  members  of  the  faculty  and  were  the  outgrowths 
of  daily  experience  in  directing  and  supervising  the  teaching  by  student  teachers  in  the 
Normal  Elementary  School.  The  original  purpose  of  these  publications  was  to  furnish 
to  these  student  teachers  directions  for  teaching  each  of  the  subjects.  An  essential 
necessity  in  their  construction  was  that  they  should  be  very  explicit,  specific  and 
practicable  in  use.  Gradually  there  grew  a  demand  for  them  by  teachers  in  the  public 
schools,  and  the  Normal  School  began  to  print  larger  editions  in  order  to  fill  this  new 
need.  The  demand  from  the  public  school  sources  has  now  grown  to  such  proportions 
that  one  chief  service  of  the  institution  is  that  of  its  publications. 

Pupils'   Exercise   Books. 

Up  to  1912  the  publications  had  been  confined  to  courses  of  study  for  the  assistance 
of  teachers.  During  1912  the  publication  of  pupils'  exercise  books,  accompanying  the 
teachers'  bulletins,  was  commenced.  In  one  type  of  these  exercise  books  the  pupils 
write  directly  in  printed  lessons.  This  device  saves  a  large  amount  of  labor  and  time 
of  the  teacher  in  copying  upon  the  board  and  in  oral  instructions.  Further,  it  saves  the 
pupils'  time  in  copying  from  the  board.  But  pupils  can  make  progress  two  or  three  times 
faster  than  by  the  usual  method,  and  the  work  is  done  much  more  effectively  and  without 
the  sense  of  drudgery  either  to  pupil  or  teacher.  The  exercise  books  are  printed  upon 
paper  that  will  take  ink.  They  cost  little  or  no  more  than  the  common  blank  books 
of  the  same  quality  of  paper. 
Monographs. 

There   is  now  commenced  a   series   of  monographs  of  a   practical  nature,   aimed   to 
assist  or  suggest  further  development  of  a  greater  efficiency  of  school  instruction. 
Three  Series. 

There  have  been  three  series  of  publications  in  time — one  issued  prior  to  the  great 
fire   of  1906,   of  which   no   numbers   now   remain;    a  series   begun   in   1907   and    continued 
to  1914,  and,   finally,  the  Pupil's  Self-Instruction   Series,  begun  in  1914.     The  latter  two 
will  be  found  listed  below. 
System  of  Publication. 

The  expense  of  these  publications  is  borne  chiefly  by  a  revolving  fund  obtained  by 
their  sale.  They  are  printed  in  the  State  Printing  Office  and  sold  practically  at  manu 
facturing  cost.  They  are  issued  merely  upon  the  authority  of  the  individual  authors  and 
the  editor  of  the  series,  and  do  not  represent  a  general  or  necessarily  permanent  policy 
of  the  school,  nor  a  consensus  of  its  faculty  or  trustees. 
How  to  Order. 

All  orders  must  be  accompanied  by  school  district  warrant  check,  money  order  or 
stamps.  We  cannot  fill  orders  which  require  keeping  of  accounts.  As  most  of  the 
purchases  of  bulletins  and  pupils'  exercise  books  are  now  made  by  the  school  districts, 
teachers  who  send  orders  should  be  careful  to  secure  the  signature  of  trustees  to  warrants 
in  payment  for  orders,  so  that  delays  may  be  avoided.  Be  careful,  also,  in  filling  out 
orders  that  the  bulletins  are  listed  and  are  not  out  of  print.  We  cannot  exchange 
publications  once  purchased  unless  error  has  been  made  and  the  request  is  made  within 
three  days.  Kindly  avoid,  so  far  as  possible,  conditions  which  require  special  corre 
spondence  in  the  business  department. 

MONOGRAPHS. 

Monograph  A.  A  remedy  for  Lock-Step  Schooling;  a  preliminary  report  upon  the 
weakness  and  impossibilities  of  the  class  system  of  instruction,  and  progress  to  date  in 
substituting  therefor  an  individual  system  of  teaching.  By  Frederic  Burk.  Price,  post 
paid,  15  cents. 

Monograph  B.  Outline  courses  in  general  information  and  general  intelligence.  This 
monograph  undertakes  to  map  out  the  beginning  of  a  reorganization  of  the  high  school 
course  of  study,  not  only  for  the  better  preparation  of  those  intending  to  become  teachers, 
but  also  in  the  general  cause  of  wider  preparation  of  all  students  in  industrial,  civic  and 
social  intelligence.  To  students  intending  to  enter  the  San  Francisco  State  Normal  School 
the  monograph  will  be  sent  free.  The  subjects  are  printed  as  separate  pamphlets:  Ameri 
can  History  and  Civics;  pamphlet  for  General  History,  Science,  and  Literature,  Arithmetic, 
Geography,  and  Music;  Spelling,  Language,  and  Grammar.  Price— the  set  will  be  sent  for 
25  cents,  postpaid;  separately,  5  cents  each. 

Monograph  C.  Everychild  versus  Lockstep  Schooling;  Data  of  Two  Years'  Experience 
in  the  operation  of  a  system  of  Individual  Instruction  showing  accelerated  rates  of  pupils, 
elimination  of  wastes,  actual  saving  in  cost  of  schooling,  etc.  Compiled  by  Frederic  Burk. 
Price,  postpaid,  15  cents. 

Monograph  D.  Critical  Difficulties  in  the  Teaching  of  Arithmetic.  For  teachers, 
and  for  students  of  Normal  School.  By  Mary  A.  Ward.  Price,  15  cents,  3  cents  added  for 
postage.  (30) 


PUPIL'S  SELF-INSTRUCTION  SERIES. 

(Adapted  to  an   Individual    Method  of  Teaching.) 

The  occasion  and  general  plan  for  this  series  is  set  forth  in  Monograph  A.  To  con 
form  to  this  plan  we  are  undertaking  the  publication  of  a  series  of  pupils'  exercise 
books  and  teachers'  manuals  adapted  to  use  under  the  individual  system  of  instruction. 
They,  of  course,  may  also  be  used  under  the  class  system  and  will  assist  in  teaching 
by  the  state  series  texts.  Their  plan  of  construction  embodies  the  features  outlined  in 
Monograph  A — the  "elastic"  lesson,  by  which  the  number  of  exercises  to  secure  compre 
hension  or  accuracy  varies  according  to  individual  need;  the  adaptation  to  simplicity  of 
language;  the  lesson  directions  whereby  the  pupil  can  make  his  own  rate  of  progress  and, 
to  a  large  extent,  independently  of  prescribed  lessons  or  help  from  the  teacher;  the 
cumulative  reviews  by  which  all  principles  once  learned  are  carried  forward  automatically. 

This  series  will  be  found  invaluable,  especially  for  the  rural  school  where  pupils  must 
depend  largely  upon  their  own  resources.     The  teachers'  manuals  will  give  full  directions 
for  operation  of  the  system. 
Prices. 

Except  where  specially  stated,  the  price  of  the  numbers  of  the  Self-Instruction  Series 
will  be  as  follows: 

At  the  Normal  School,  10  cents  each; 

By  mail,  12  cents  each,  postpaid; 

By  express  or  freight,  10  cents  each,  transportation  charges  paid  by  buyer. 
Arithmetic.     By  Frederic  Burk  and  Mary  A.  Ward. 

No.  20 — Teachers'  Manual  to  accompany  pupils'  books,  Nos.  21,  22,  and  23,  giving 
directions,  answers  to  examples  and  supplementary  examples.  Price — 25  cents  each,  post 
paid. 

No.  21 — Pupils'  Exercise  Tablet  in  addition  and  subtraction. 

No.  22 — Pupils'  Exercise  Tablet  in  multiplication  and  short  division. 

No.  23 — Pupils'  Exercise  Tablet  in  compound  multiplication  and  long  division. 

No.  29 — Problems  in  Percentage.  Double  number.  Price — 20  cents  each  at  Normal 
School;  24  cents  by  mail;  $20.00  per  hundred  by  express. 

No.  30 — Applications  of  Percentage. 

No.   31 — Problems  in  Mensuration,  Part  I. 

No.  32 — Problems  in  Mensuration,  Part  II. 
Language.     By  A.  S.  Boulware  and  Ethel  G.  Smith. 

No.  42— Pupils'  Exercise  Tablet  in  Language,  Part  I  (for  fifth  grades). 

No.  43 — Pupils'  Exercise  Tablet  in  Language,  Part  II. 

No.  44 — Pupils'  Exercise  Tablet  in  Language,  Part  III. 
Grammar.     By  Ethel  G.   Smith  and  Frederic  Burk. 

No.   51 — Part  I.     Analysis,   nouns,   pronouns,  adjectives,   adverbs. 

No.  52 — Part  II.     Prepositions,  number,  and  review. 

No.    53 — Part  III.     Verbs,   principal   parts,   predicate   forms. 

No.   54 — Part  IV.     The  verb,   be;   attribute  complements,   helpers. 
No.   55 — Part  V.     Participles. 

No.  56 — Part  IV.  Infinitives  imperative,  possessive  comparison,  connectives,  com 
pound  parts,  clauses,  review. 

No.   57 — Part  VII.      (By  A.  S.  Boulware).     Corrective  exercises  for  current  errors. 

No.  58— Part  VIII.  (By  A.  S.  Boulware.)  A  series  of  pads,  supplementary  to  No.  57, 
with  exercises  to  correct  specific  errors  of  grammar,  as  follows:  1.  Recognition  of  Predi 
cates;  2.  Time  of  Predicates;  3.  Nouns  and  Pronouns;  4.  Recognition  of  Phrases;  5.  Infin 
itives  and  Participles:  6.  Relative  Pronouns;  7.  Comparison;  8.  Clauses;  9.  Connectives; 
10.  Parts  of  Speech.  Price— 10  cents  each,  postage  5  cents. 
History.  By  P.  F.  Valentine. 

No.  80— Pupils'  Exercise  Book,  Part  I,  to  accompany  advanced  state  text.  (Columbus 
through  Jefferson.) 

No.  81 Pupils'  Exercise  Book,  Part  II,  to  accompany  advanced  state  text.  (Madi 
son  through  Civil  War.) 

No.  82— Pupils'  Exercise  Book,  Part  III,  to  accompany  advanced  state  text.  (Civil 
War  to  present.) 

No.  83— Difficulties  of  history  texts  simply  explained.     (Democracy,  the  Constitution. 
Centralized    Government,    Religious    Toleration,    Monroe    Doctrine,    Spoils    System,    Civil 
Service  Reform,   the  Tariff,   etc.) 
Geography.     By  F.   W.   Hoffman. 

Bulletin  No.  18,  Teachers'  Manual,  with  two  pupils'  exercise  books  in  Map  Geography, 
is  partly  constructed  upon  the  individual  plan.  It  is  already  published  and  may  be 
obtained  upon  application.  (See  next  list.) 

IN    PREPARATION. 

There  are  in  preparation,  for  publication  during  the  year,  the  following: 

Phonics.     A  series  of  exercise  books. 

Writing.     A  series  of  exercise  books. 

Drawing.     A  series  of  exercise  books. 

Music.     A  series  of  exercise  books  in  formal  note  work. 

(31) 


TEACHERS'  MANUALS  AND  PUPILS'  EXERCISE  BOOKS. 

(Series  Published  1907  to  1914.) 

(Out  of  print;  Nos.  1,  2,  3,  5,  6,-  7,  8,  9,  13  and  14.  The  materials  of  these  have  largely 
been  absorbed  in  revised  editions  represented  by  the  later  numbers  of  the  Self  Instruction 
Series.) 

No.  4 — A  Course  of  Study  in  Map  Geography;  paper  bound,  52  pages.  By  Allison 
Ware.  Price — by  mail,  postpaid,  30  cents. 

Outline  Maps — In  connection  with  Bulletin  No.  4,  the  school  publishes  a  series  of  nine 
outline  maps  from  which  pupils  may  trace  outlines  for  use  in  location.  These  maps  are 
9  by  12  inches  in  size.  They  represent  the  following  areas:  North  America,  South 
America,  Europe,  Asia,  Africa,  Australia,  United  States,  California,  and  the  hemispheres. 
Price — by  mail,  postpaid,  for  set  of  nine,  15  cents.  (See  also  Bulletin  No.  18.) 

No.  9 — A  Course  of  Study  in  Language;  174  pages.  (Out  of  print;  order  Nos.  42,  43, 
44.)  By  Erne  Belle  McFadden. 

No.  10 — A  Course  of  Study  and  Teachers'  Handbook  In  the  Common  Literature  of 
Life;  207  pages,  paper  bound.  By  Allison  Ware.  Price — postpaid,  40  cents. 

No.  11 — A  Course  of  Study  in  Formal  Arithmetic  and  Teachers'  Handbook.  By  David 
Rhys  Jones.  This  bulletin  is  published  in  various  parts  as  follows: 

Part  I.  Teachers'  Handbook  and  exercises  for  integers;  109  pages,  paper  bound. 
Price — by  mail,  postpaid,  30  cents. 

Part  II.  Teachers'  Handbook  and  exercises  for  common  fractions,  decimals,  per 
centage,  denominate  numbers  and  mensuration;  84  pages,  paper  bound.  Price — by  mail, 
postpaid.  30  rents. 

The  Pupils'  Exercise  Books,  Nos.  1,  2,  and  4,  accompanying  the  Handbooks,  are  out 
of  print;  a  limited  stock  of  No.  3  (fractions  and  decimals)  is  still  on  hand.  Price — 10  cents 
by  mail;  the  pupils'  work,  however,  is  included  in  the  Teachers'  Handbook.  Individual 
Series  No.  21  takes  the  place  of  No.  1;  No.  22  and  No.  23  take  the  place  of  No.  2. 

No.  12 — Review  Courses  of  American  History  by  means  of  Composition  Topics,  and 
Teachers'  Handbook  to  the  use  of  the  California  State  Series  Texts.  By  P.  F.  Valentine. 
Part  I.  Teachers'  edition  containing  introduction  and  directions  for  use  of  the  com 
position  method,  the  pupils'  topics  of  the  primary  text,  the  pupils'  topics  of  the  advanced 
text,  a  paragraph  directory  to  the  text,  and  a  cumulative  fact  review  of  the  advanced 
text;  73  pages.  Price — postpaid,  25  cents. 

Part  II.  Pupils'  edition  containing  the  composition  outlines  which  follow  the  state 
primary  text  in  history;  10  pages.  Price — postpaid,  5  cents;  in  lots  of  25  or  more,  freight 
or  expressage  paid  by  purchaser,  4  cents  per  copy. 

Part  III.     Pupils'  edition  containing  the  composition  outlines  which  follow  the  state 
series  advanced  text  in  history,  the  paragraph  directory  to  the  text,  and  the  cumulative 
fact   review  for  the   same;    48   pages.     Price — postpaid,    10   cents;    in   lots   of   25   or   more, 
freight  or  expressage  paid  by  purchaser,  8  cents  per  copy. 
Out  of  print — order  No.   29,   Self-Instruction  Series. 

No.  14 — A  Course  of  Study  In  the  Teaching  of  Composition,  Language  and  Spelling; 
paper  bound.  By  Effie  B.  McFadden,  assisted  by  Ethel  G.  Smith.  Teachers'  edition  for 
first  three  years.  Price — postpaid,  25  cents.  Nos.  1  and  2  of  the  pupils'  exercise  books 
heretofore  accompanying  this  handbook  are  out  of  print;  they  are  replaced  by  Nos.  40 
and  41,  Self-Instruction  Series.  A  small  stock  of  Nos.  3  and  4  still  remains.  Price — 10 
cents,  postpaid. 

No.  16 — A  Course  of  Study  in  Phonics.  By  Corrine  H.  Johnstone  and  Frederic  Burk. 
Teachers'  Edition,  Part  I,  90  pages.  Price — postpaid,  20  cents. 

Pupils'  Phonic  Exercise  Book  No.  1  (containing  exercises  reprinted  from  teachers' 
edition).  Price — postpaid,  10  cents;  in  lots  of  25  or  more,  freight  or  expressage  paid  by 
purchaser,  7%  cents. 

No.  17 — A  Composition  Course  in  American  Government  and  Pupils'  Handbook  to  the 
State  Series  Text  (Dunn's  Community  and  Citizen)  with  Supplement  containing  revised 
or  additional  paragraphs  upon  conservation,  some  California  laws,  Interstate  Commerce 
Commission,  California's  compulsory  education,  direct  election  of  United  States  senators, 
direct  primary,  township  and  county,  the  commission  form  of  city  government,  the 
initiative,  referendum  and  recall,  the  cabinet;  paper  bound,  about  40  pages.  By  P.  F. 
Valentine.  Price — postpaid,  15  cents;  in  lots  of  25  or  more,  expressage  or  freight  paid 
by  purchaser,  10  cents  per  copy. 

No.  18 — A  Course  of  Study  in  Map  Geography;  can  be  used  in  grades  as  low  as  fourth. 
By  F.  W.  Hoffman. 

Teachers'  Manual  containing  directions  for  use  of  exercise  books.  Price — 10  cents, 
postpaid. 

Pupils'  Exercise  Book  No.  1 — With  maps  and  blanks  in  which  pupils  write  directly. 
Price — 12  cents,  postpaid. 

Pupils'  Exercise  Book  No.  2 — Constructed  upon  plan  of  individual  instruction,  with 
maps  and  blanks  in  which  pupils  write  directly.  Price — 10  cents,  postpaid;  in  lots  of  25  or 
more,  freight  or  expressage  paid  by  purchaser,  iy2  cents  per  copy,  for  both  exercise  books. 
Outline  Wall  Maps,  24  by  32  inches,  unmounted  (directions  given  for  mounting) ; 
No.  1,  world  hemispheres;  No.  2,  Mercator's  projection  of  world.  Price — 10  cents  each, 
postpaid. 

Pupils'  Atlas  (9  maps  of  the  continents,  United  States,  Mercator  and  California). 
Price — 10  cents,  postpaid.  (32) 


GENERAL  LIBRARY 
UNIVERSITY  OF  CALIFORNIA— BERKELEY 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

This  book  is  due  on  the  last  date  stamped  below,  or  on  the 

date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


LD  21-100m-V54(1887sl6)476 


Photomount 
Pamphlet 

Binder 
Gaylord  Bros. 

Makers 
Stockton,  Calif. 

PAT.  JAN.  2!,  1908 


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UNIVERSITY  OF  CALIFORNIA  LIBRARY 


